POYNOLULAY eps WHAT SEPEP TEACHERS AND STUDENTS SAID ABOUT THE TEACHER’S ROLE Probably had more input in trial than I would in subsequent units of SEPEP. Finding (dificult to not offer too many suggestions or sort out problems. This is hard when you are an organiser like me. We handed it straight to the kids and gave them a chance to run with it. That didn’t work in my class. The most successful was Jll where she took a more direct role. So 1 would say ‘hands on’ in future and over the course of the season gradually shift the emphasis over to the kids. The teachers were just guides to help us through. All the Sports Board are complaining that the teachers have taken over. It's supposed to be run by the students. Everyone's skills have picked up a lot thanks to all the skill work with the teachers (Teacher questionnaite, New South Wales} (Teacher journal, New South Wales) Teacher interview, Westein Austalla (Student jownal, Notthern Lenitory) (Student journal, Queensland) (Student journal, Austalian Capital I uy‘WHAT YOU NEED TO THINK ABOUT When using the SEPEP model, teachers need to be shied in several different styles of teaching. There is a definite transition from a direct instruction method to a more facilitative role as the students become equipped to run the sessions. There is no hard and fast rule on when this change occurs in the course of a season. Teachers involved in the trials have said that there are several factors that may influence the ‘right time’ to move back. © Many teachers sad they Kept control ionger with their fst SEPEP class © Teachers who had used the ‘direct instruction’ method for'many years took longer to ‘make the change, © If the class was perceived to be ‘difficult’ teachers assumed control for longet. ‘The folowing points may gve you an dea of how some teachers have seen the teacher's ole change duuing the course of a SEPEP season. Teachers betieve: © Ihe most effective and smoothly 1un programs are the result of good teacher planning and management © Planning should start before the seasom (see 30 minute walk through and planning module) © The early lessons need to be managed carefully to ensure the students know exactly what they will be expected to do (see Resource Sheet 1) © Teacherdirectec lessons may occupy the first 10-25% of the season fie., 2—5 lessons} © Time should be spent with the Spotts Board and other individuals benween lesors to censure all tasks are completed and ready forthe next lesson © Coaching and umpiring duties will usually need paltculat attention (see Student Roles module) © As students take over the running ofthe lesson the teacher will be able to work with teams on coaching effectively, suateay development, team play, etc Individuals can be encouraged in theit officiating endeavours and assessment can begin © ‘Teachers must never feel they should not step In to take a class coaching session, highlight an issue that may surface, or bring the class back on-task © Once competition is in full swing, teachers are free to obsetve, and assess student ‘outcomes (see Assessment module) vette FP retesetee FURTHER INSIGHTS INTO THE TEACHER’S ROLE IN SEPEP Sep is not ‘throw out the ball" model in which teachers abdicate their professional responsibilities Although the teacher will gradually be able to give the students more and more respansiaiity for the season, the teachet will temain the ‘architect’ of the educational envitonment, and the person ultimately responsible for its educational value, efficiency and vitality The most effective and smoothly 1un programs wil be the result of good teacher planaing, and class management. Teachers in Western Austala have reported that tme spent eatly on devising managerial and warsitonal routines has saved time and minimised distuptions Tater on — Planning for and developing resources for the vatious student roles is impo:tant behind thesoenes wotk for the teacher ‘Many teachers have expressed concern about ‘stepping off centre stage" and fetting the students run the clas. In most cases these teachers have later admitted suse atthe level of responsiblity the students have been able to take on relatively eatly inthe season Experience will tel you when you can stat fo step back. In yout frst SEPEP class this. |__] might be late: than In subsequent seasons. Good planning and teaching statepes will allow you to observe and advise students on accepting the responsibilities that accompany {hel nevr oles in SEPEP and sill have time to use a system of assessment to gad students In eatly sessions teachers will spend some time defining roles and arranging learning cexpetiences in which students gledually ‘ny their wings’. In the ealy stages of the season, teachers should assess the need to help students acquite game telated skis Central to the SEPEP model is good sporting behaviour. Teachers must be able to explain, model and provide purposeful practices in which the values of fait play and equal ‘competition are taught 2s enthusiastically and thoroughly as are the overarm throw or the zone defence Students must be taught to value far play and equal competition so they understand that spottis bes fr all participants when the competitions are even ane ‘winning has Ute meaning unless itis aecompllshed fally snaiet BP ver